Abstract:

The competency of learning how to learn is the key competency for the 21 st century education. For the Scope of Science and technology, it includes the basic knowledge, principles, scientific concepts, methods, technology, technological products and processes, which have the impact upon the natural world. The innovative pedagogic methods and the well prepared teachers may improve the student’s ability towards the achievement in the field of science and technology. Problem Based Learning is one such instructional approach that allows the students to interact in the learning environment. The purpose of the present study is to highlight the effect of the problem based learning as one of the best educational practices to be implemented in teaching biology at higher secondary level. The investigative approach is qualitative focused on the analysis of implementing PBL through problem scenarios in teaching biology at higher secondary level which includes (n=106) eleventh standard students studying in the different types of schools such as government (n=34), government aided (n=41) and private schools (n=31) located in Ambattur, Chennai, India. They were selected through purposive cluster sampling technique. Quasi Single group pre-post test experimental design without control group was adopted. Content validity of the tool for both the achievement test and problem scenarios was established by jury’s opinion and Cronbach’s reliability coefficient for the various domains of the achievement test items are as follows 0.88 for the domain knowledge, 0.85 for comprehension, and 0.87 for application, 0.85 for analysis and 0.77 for synthesis in the cognitive domain of Bloom’s taxonomy. The researcher conducted entry level test pretest before intervention to all the students (n=106).The researcher intended to find out the effectiveness of the printed module developed to ascertain the implementation of the problem based learning strategy in learning genetics. The students were exposed to problem based learning treatment, and instructed about the problem based learning classes, how to work on the ill structured problems, how to work in groups to find the solution to a problem. The problem based learning sessions were dealt with the problem scenario. As they precede the PBL class they have to do the work sheets and home assignments given in the module. Problem based scenarios were prepared by the researcher related to the topics given in the module. The problem scenario was supported by an illustration of the problem, questions and problem solving method. The duration of the study was six weeks, and 20 hours in each school, altogether 60 hours exclusively used for intervention. After the treatment post test was administered to all the students. After the gap of sixty days delayed post achievement test alone was administered to all the students to find out the retention of learning in genetics. Results of the PBL shows that this method benefits stronger students who already have a good learning ethic while weaker students find the method challenging. But working in teams encouraged the weaker students to plan their skills in problem solving.

Keywords:

Problem Based Learning (PBL), science, technology, higher order thinking skills, ill structured problems, problem scenarios.